Suchergebnisse

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

New social democratic models and anthropocentric ideas significant changes in European formal and informal structures of education, and enhanced new model of educating society. Its essence is in the contexts of a person's (a child and adult) continues learning (formal and informal). Being an inherent part of the educational system, a kindergarten becomes an integral institution for the modern children and parents education. This it's importance in the society as a social-educational institution emerges. New meanings of early childhood and new models of humanistic interactions (adults - children) are enhanced by the development of the democratic society. This makes conditions for parents become equal partners with teachers, and participate in the modern development of educational process in the kindergarten. Changes in the social-educational sphere are significant for the creation of a new image of the kindergarten in the society, making it attractive for the parents and community. Thus a flexible, modern, humanistic, based on democratic values social-educational system of adult education is being created in the kindergarten. Equality of rights and equivalence of parents • -teachers' partnership in the strategic expansion of the child development model enhances creation of not only its new model, but also a model of adult education. The latter becomes an important part of the kindergarten's image. These new social-educational initiatives of the kindergarten give it a proper role in the education of the society, involving parents in the initial education by developing their understanding of social and anthropocentric senses in the educational process. In European (Germany, Great Britain) kindergartens concrete models of adult education (first of all – parents) are being developed. They are adapted to the needs of parents' communities. The new system of system of views of the participants of social-educational process could make the creation of the modern kindergarten possible by taking into consideration global changes for the open society.

New social democratic models and anthropocentric ideas significant changes in European formal and informal structures of education, and enhanced new model of educating society. Its essence is in the contexts of a person's (a child and adult) continues learning (formal and informal). Being an inherent part of the educational system, a kindergarten becomes an integral institution for the modern children and parents education. This it's importance in the society as a social-educational institution emerges. New meanings of early childhood and new models of humanistic interactions (adults - children) are enhanced by the development of the democratic society. This makes conditions for parents become equal partners with teachers, and participate in the modern development of educational process in the kindergarten. Changes in the social-educational sphere are significant for the creation of a new image of the kindergarten in the society, making it attractive for the parents and community. Thus a flexible, modern, humanistic, based on democratic values social-educational system of adult education is being created in the kindergarten. Equality of rights and equivalence of parents • -teachers' partnership in the strategic expansion of the child development model enhances creation of not only its new model, but also a model of adult education. The latter becomes an important part of the kindergarten's image. These new social-educational initiatives of the kindergarten give it a proper role in the education of the society, involving parents in the initial education by developing their understanding of social and anthropocentric senses in the educational process. In European (Germany, Great Britain) kindergartens concrete models of adult education (first of all – parents) are being developed. They are adapted to the needs of parents' communities. The new system of system of views of the participants of social-educational process could make the creation of the modern kindergarten possible by taking into consideration global changes for the open society.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

The problems of socialization and social integration of the contemporary young generation are analysed in the article. Insufficient learning motivation, dissatisfaction in current school life and refusing to go to school, inability to make rational plans for future (learning, career, family, etc.), finding ways how to realize them, and finding ways of socially acceptable living are the topics which are of high importance in many modern countries and in Lithuania too. The aim of the research was to enclose the main methodological premises enabling to optimize current development of human resources in many societies of today. The role of the educational system in the process of socialization is under discussion: could it be in action in future as before, and if the answer is "yes", how it should be developed for more efficient performance? It is decided that we do not have enough personal and social courage and methods for creation of absolutely new system of education up to now. In such case we discuss only about some innovative ways of thinking and restructuring of the existing educational system. The main conclusions of the presented research are the following: permanent changes in societies call for making new goals and content of the socialization process. The countries under political, economical, cultural and educational transition (as Lithuania is) must find new ways creating closer social cooperation between local, national and global levels and different institutions of education. The system of education should be integrated with the social partners and society's institutions in much more extent. Closer ties should be developed among basic education and vocational education, and school, family, local community and the world of work are expected to form new and more efficient connections. Making new strategies for young generation socialization knowledge of various social and humanitarian sciences should be united in much more extent than it used to be, and contribution of economists and politicians is necessary. There is clear need for youth's socialization research and creating of new social structures based on systematic approach in Lithuania. Forms of international cooperation in establishing new models of youth social mobility and employment are mentioned as potentially productive also.

The problems of socialization and social integration of the contemporary young generation are analysed in the article. Insufficient learning motivation, dissatisfaction in current school life and refusing to go to school, inability to make rational plans for future (learning, career, family, etc.), finding ways how to realize them, and finding ways of socially acceptable living are the topics which are of high importance in many modern countries and in Lithuania too. The aim of the research was to enclose the main methodological premises enabling to optimize current development of human resources in many societies of today. The role of the educational system in the process of socialization is under discussion: could it be in action in future as before, and if the answer is "yes", how it should be developed for more efficient performance? It is decided that we do not have enough personal and social courage and methods for creation of absolutely new system of education up to now. In such case we discuss only about some innovative ways of thinking and restructuring of the existing educational system. The main conclusions of the presented research are the following: permanent changes in societies call for making new goals and content of the socialization process. The countries under political, economical, cultural and educational transition (as Lithuania is) must find new ways creating closer social cooperation between local, national and global levels and different institutions of education. The system of education should be integrated with the social partners and society's institutions in much more extent. Closer ties should be developed among basic education and vocational education, and school, family, local community and the world of work are expected to form new and more efficient connections. Making new strategies for young generation socialization knowledge of various social and humanitarian sciences should be united in much more extent than it used to be, and contribution of economists and politicians is necessary. There is clear need for youth's socialization research and creating of new social structures based on systematic approach in Lithuania. Forms of international cooperation in establishing new models of youth social mobility and employment are mentioned as potentially productive also.

A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.

A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.